Putting PIRLS to Use in Classrooms Across the Globe : : Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context.
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Superior document: | IEA Research for Educators Series ; v.1 |
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Place / Publishing House: | Cham : : Springer International Publishing AG,, 2022. ©2022. |
Year of Publication: | 2022 |
Edition: | 1st ed. |
Language: | English |
Series: | IEA Research for Educators Series
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Physical Description: | 1 online resource (120 pages) |
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Bruggink, Marian. Putting PIRLS to Use in Classrooms Across the Globe : Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context. 1st ed. Cham : Springer International Publishing AG, 2022. ©2022. 1 online resource (120 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier IEA Research for Educators Series ; v.1 Intro -- Series Editors' Foreword -- Preface -- Contents -- About the Authors -- Part I Reading Comprehension: From Research to Practical Teaching Guidelines -- 1 Theories of Reading Comprehension -- 1.1 Introduction -- 1.2 What Does it Take to Comprehend a Text? -- 1.2.1 Word Identification -- 1.2.2 Word-to-Text Integration -- 1.2.3 Comprehension Strategies -- 1.2.4 Motivation -- 1.3 Four Main Processes for Comprehension -- References -- 2 Evidence-Based Didactic Principles and Practical Teaching Suggestions -- 2.1 Introduction -- 2.2 Evidence-Based Didactic Principles -- 2.2.1 Reading in a Meaningful and Functional Context -- 2.2.2 In-Depth Interaction About Texts -- 2.2.3 Explicit Instruction in Reading Strategies -- 2.2.4 Integrating Reading Education with Other Subjects -- 2.2.5 Monitoring Factors Associated with Reading Comprehension and Differentiating Instruction -- 2.3 Teaching Approaches Combining Didactic Principles -- 2.3.1 Reciprocal Teaching -- 2.3.2 Collaborative Strategic Reading (CSR) -- 2.3.3 Concept-Oriented Reading Instruction (CORI) -- 2.4 Using Organizers in Reading Lessons -- 2.4.1 Mind Maps -- 2.4.2 Tables -- 2.4.3 Venn Diagrams -- 2.4.4 Schemes -- 2.4.5 Story Maps -- References -- 3 Exploring Reading Comprehension Skills using PIRLS -- 3.1 Introduction -- 3.2 How to Read this Chapter -- 3.3 Schematic Description of Two PIRLS Texts and Items -- 3.3.1 "Flowers on the Roof"-By Ingibjörg Sigurdardóttir -- 3.3.2 "Giant Tooth Mystery"-By Kate McMullan -- Part II Teaching Reading Comprehension in a Multilingual Classroom -- 4 Reading Comprehension and Multilingual Students -- 4.1 Introduction -- 4.2 Theory on Reading Comprehension and Multilingualism -- 4.3 From Theory to Classroom Practices -- 4.3.1 Monitoring the Abilities of the Children -- 4.3.2 Stimulating Reading, Both in L1 and L2 -- 4.3.3 Developing L2 Lexical Quality. 4.3.4 Teaching Specific L2 Reading Strategies -- 4.3.5 Using the L1 Proficiency -- References -- 5 Good Practices in Teaching Reading Comprehension from Five PIRLS Countries -- 5.1 Introduction -- 5.2 Good Practices from Chile -- 5.2.1 Integrating Reading Comprehension with Other Subjects -- 5.2.2 Beyond Just Reading: Storytelling and Home Activities -- 5.2.3 Acting Out a Story: A Classroom Example -- 5.3 Good Practices from Chinese Taipei -- 5.3.1 Sharing a Multilingual Environment -- 5.3.2 Growing in Reading Comprehension Through Interaction and Motivation -- 5.4 Good Practices from England -- 5.4.1 Reading in a Multilingual Environment -- 5.4.2 Frederick Douglass: An Example of Reading Material that Connects to Students' Experiences -- 5.4.3 Expanding Vocabulary as the First Step for Multilingual Students -- 5.4.4 "The Malfeasance": An Example of Modeling a Strategy for Reading Comprehension -- 5.5 Good Practices from Georgia -- 5.5.1 Teaching Georgian at the School -- 5.5.2 Integrating Reading and Writing in the Context of Natural Science -- 5.5.3 Texts for Different Levels -- 5.5.4 Enriching Reading Lessons to Increase Reading Motivation -- 5.5.5 "Penguin Pepe": An Example Reading Lesson -- 5.6 Good Practices from Spain -- 5.6.1 Students with Different Language Backgrounds -- 5.6.2 An Example of Using "Visualizing" in the Text "The Never-Ending Story" -- Reference -- Glossary. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Electronic books. Swart, Nicole. van der Lee, Annelies. Segers, Eliane. Print version: Bruggink, Marian Putting PIRLS to Use in Classrooms Across the Globe Cham : Springer International Publishing AG,c2022 9783030952655 ProQuest (Firm) IEA Research for Educators Series https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6975987 Click to View |
language |
English |
format |
eBook |
author |
Bruggink, Marian. |
spellingShingle |
Bruggink, Marian. Putting PIRLS to Use in Classrooms Across the Globe : Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context. IEA Research for Educators Series ; Intro -- Series Editors' Foreword -- Preface -- Contents -- About the Authors -- Part I Reading Comprehension: From Research to Practical Teaching Guidelines -- 1 Theories of Reading Comprehension -- 1.1 Introduction -- 1.2 What Does it Take to Comprehend a Text? -- 1.2.1 Word Identification -- 1.2.2 Word-to-Text Integration -- 1.2.3 Comprehension Strategies -- 1.2.4 Motivation -- 1.3 Four Main Processes for Comprehension -- References -- 2 Evidence-Based Didactic Principles and Practical Teaching Suggestions -- 2.1 Introduction -- 2.2 Evidence-Based Didactic Principles -- 2.2.1 Reading in a Meaningful and Functional Context -- 2.2.2 In-Depth Interaction About Texts -- 2.2.3 Explicit Instruction in Reading Strategies -- 2.2.4 Integrating Reading Education with Other Subjects -- 2.2.5 Monitoring Factors Associated with Reading Comprehension and Differentiating Instruction -- 2.3 Teaching Approaches Combining Didactic Principles -- 2.3.1 Reciprocal Teaching -- 2.3.2 Collaborative Strategic Reading (CSR) -- 2.3.3 Concept-Oriented Reading Instruction (CORI) -- 2.4 Using Organizers in Reading Lessons -- 2.4.1 Mind Maps -- 2.4.2 Tables -- 2.4.3 Venn Diagrams -- 2.4.4 Schemes -- 2.4.5 Story Maps -- References -- 3 Exploring Reading Comprehension Skills using PIRLS -- 3.1 Introduction -- 3.2 How to Read this Chapter -- 3.3 Schematic Description of Two PIRLS Texts and Items -- 3.3.1 "Flowers on the Roof"-By Ingibjörg Sigurdardóttir -- 3.3.2 "Giant Tooth Mystery"-By Kate McMullan -- Part II Teaching Reading Comprehension in a Multilingual Classroom -- 4 Reading Comprehension and Multilingual Students -- 4.1 Introduction -- 4.2 Theory on Reading Comprehension and Multilingualism -- 4.3 From Theory to Classroom Practices -- 4.3.1 Monitoring the Abilities of the Children -- 4.3.2 Stimulating Reading, Both in L1 and L2 -- 4.3.3 Developing L2 Lexical Quality. 4.3.4 Teaching Specific L2 Reading Strategies -- 4.3.5 Using the L1 Proficiency -- References -- 5 Good Practices in Teaching Reading Comprehension from Five PIRLS Countries -- 5.1 Introduction -- 5.2 Good Practices from Chile -- 5.2.1 Integrating Reading Comprehension with Other Subjects -- 5.2.2 Beyond Just Reading: Storytelling and Home Activities -- 5.2.3 Acting Out a Story: A Classroom Example -- 5.3 Good Practices from Chinese Taipei -- 5.3.1 Sharing a Multilingual Environment -- 5.3.2 Growing in Reading Comprehension Through Interaction and Motivation -- 5.4 Good Practices from England -- 5.4.1 Reading in a Multilingual Environment -- 5.4.2 Frederick Douglass: An Example of Reading Material that Connects to Students' Experiences -- 5.4.3 Expanding Vocabulary as the First Step for Multilingual Students -- 5.4.4 "The Malfeasance": An Example of Modeling a Strategy for Reading Comprehension -- 5.5 Good Practices from Georgia -- 5.5.1 Teaching Georgian at the School -- 5.5.2 Integrating Reading and Writing in the Context of Natural Science -- 5.5.3 Texts for Different Levels -- 5.5.4 Enriching Reading Lessons to Increase Reading Motivation -- 5.5.5 "Penguin Pepe": An Example Reading Lesson -- 5.6 Good Practices from Spain -- 5.6.1 Students with Different Language Backgrounds -- 5.6.2 An Example of Using "Visualizing" in the Text "The Never-Ending Story" -- Reference -- Glossary. |
author_facet |
Bruggink, Marian. Swart, Nicole. van der Lee, Annelies. Segers, Eliane. |
author_variant |
m b mb |
author2 |
Swart, Nicole. van der Lee, Annelies. Segers, Eliane. |
author2_variant |
n s ns d l a v dla dlav e s es |
author2_role |
TeilnehmendeR TeilnehmendeR TeilnehmendeR |
author_sort |
Bruggink, Marian. |
title |
Putting PIRLS to Use in Classrooms Across the Globe : Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context. |
title_sub |
Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context. |
title_full |
Putting PIRLS to Use in Classrooms Across the Globe : Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context. |
title_fullStr |
Putting PIRLS to Use in Classrooms Across the Globe : Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context. |
title_full_unstemmed |
Putting PIRLS to Use in Classrooms Across the Globe : Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context. |
title_auth |
Putting PIRLS to Use in Classrooms Across the Globe : Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context. |
title_new |
Putting PIRLS to Use in Classrooms Across the Globe : |
title_sort |
putting pirls to use in classrooms across the globe : evidence-based contributions for teaching reading comprehension in a multilingual context. |
series |
IEA Research for Educators Series ; |
series2 |
IEA Research for Educators Series ; |
publisher |
Springer International Publishing AG, |
publishDate |
2022 |
physical |
1 online resource (120 pages) |
edition |
1st ed. |
contents |
Intro -- Series Editors' Foreword -- Preface -- Contents -- About the Authors -- Part I Reading Comprehension: From Research to Practical Teaching Guidelines -- 1 Theories of Reading Comprehension -- 1.1 Introduction -- 1.2 What Does it Take to Comprehend a Text? -- 1.2.1 Word Identification -- 1.2.2 Word-to-Text Integration -- 1.2.3 Comprehension Strategies -- 1.2.4 Motivation -- 1.3 Four Main Processes for Comprehension -- References -- 2 Evidence-Based Didactic Principles and Practical Teaching Suggestions -- 2.1 Introduction -- 2.2 Evidence-Based Didactic Principles -- 2.2.1 Reading in a Meaningful and Functional Context -- 2.2.2 In-Depth Interaction About Texts -- 2.2.3 Explicit Instruction in Reading Strategies -- 2.2.4 Integrating Reading Education with Other Subjects -- 2.2.5 Monitoring Factors Associated with Reading Comprehension and Differentiating Instruction -- 2.3 Teaching Approaches Combining Didactic Principles -- 2.3.1 Reciprocal Teaching -- 2.3.2 Collaborative Strategic Reading (CSR) -- 2.3.3 Concept-Oriented Reading Instruction (CORI) -- 2.4 Using Organizers in Reading Lessons -- 2.4.1 Mind Maps -- 2.4.2 Tables -- 2.4.3 Venn Diagrams -- 2.4.4 Schemes -- 2.4.5 Story Maps -- References -- 3 Exploring Reading Comprehension Skills using PIRLS -- 3.1 Introduction -- 3.2 How to Read this Chapter -- 3.3 Schematic Description of Two PIRLS Texts and Items -- 3.3.1 "Flowers on the Roof"-By Ingibjörg Sigurdardóttir -- 3.3.2 "Giant Tooth Mystery"-By Kate McMullan -- Part II Teaching Reading Comprehension in a Multilingual Classroom -- 4 Reading Comprehension and Multilingual Students -- 4.1 Introduction -- 4.2 Theory on Reading Comprehension and Multilingualism -- 4.3 From Theory to Classroom Practices -- 4.3.1 Monitoring the Abilities of the Children -- 4.3.2 Stimulating Reading, Both in L1 and L2 -- 4.3.3 Developing L2 Lexical Quality. 4.3.4 Teaching Specific L2 Reading Strategies -- 4.3.5 Using the L1 Proficiency -- References -- 5 Good Practices in Teaching Reading Comprehension from Five PIRLS Countries -- 5.1 Introduction -- 5.2 Good Practices from Chile -- 5.2.1 Integrating Reading Comprehension with Other Subjects -- 5.2.2 Beyond Just Reading: Storytelling and Home Activities -- 5.2.3 Acting Out a Story: A Classroom Example -- 5.3 Good Practices from Chinese Taipei -- 5.3.1 Sharing a Multilingual Environment -- 5.3.2 Growing in Reading Comprehension Through Interaction and Motivation -- 5.4 Good Practices from England -- 5.4.1 Reading in a Multilingual Environment -- 5.4.2 Frederick Douglass: An Example of Reading Material that Connects to Students' Experiences -- 5.4.3 Expanding Vocabulary as the First Step for Multilingual Students -- 5.4.4 "The Malfeasance": An Example of Modeling a Strategy for Reading Comprehension -- 5.5 Good Practices from Georgia -- 5.5.1 Teaching Georgian at the School -- 5.5.2 Integrating Reading and Writing in the Context of Natural Science -- 5.5.3 Texts for Different Levels -- 5.5.4 Enriching Reading Lessons to Increase Reading Motivation -- 5.5.5 "Penguin Pepe": An Example Reading Lesson -- 5.6 Good Practices from Spain -- 5.6.1 Students with Different Language Backgrounds -- 5.6.2 An Example of Using "Visualizing" in the Text "The Never-Ending Story" -- Reference -- Glossary. |
isbn |
9783030952662 9783030952655 |
callnumber-first |
L - Education |
callnumber-subject |
LB - Theory and Practice of Education |
callnumber-label |
LB43 |
callnumber-sort |
LB 243 |
genre |
Electronic books. |
genre_facet |
Electronic books. |
url |
https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6975987 |
illustrated |
Not Illustrated |
oclc_num |
1315745917 |
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Putting PIRLS to Use in Classrooms Across the Globe : Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context. |
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